Nouveau livre pour le professeur Michel Boivin de l'École de psychologie

19 novembre 2013

Promoting School Readiness and Early Learning Implication of Developmental Research for Practice
Edited by Michel Boivin and Karen L. Bierman

“Synthesizing current research on early childhood development as it relates to school readiness and school transition, this book combines breadth of coverage—spanning basic research to interventions—with thoughtful analyses of current issues. It includes a helpful introduction and conclusion by the editors. This will be a very useful addition to the reading lists of advanced seminars in developmental psychology, early childhood education, and public policy.” Frederick J. Morrison, PhD, Department of Psychology and School of Education, University of Michigan

“Boivin and Bierman have pulled together a masterful volume on topics that lie at the forefront of theory, research, practice, and policy. They have assembled a cadre of internationally renowned experts who collectively advance an interdisciplinary understanding of the conceptualization and measurement of school readiness; its developmental antecedents and sequelae; the societal value of designing state-of-the-art childhood programs and interventions; and the challenges associated with implementing changes at a broader, national scale. This is a 'must-read' book for researchers, students, practitioners, and policymakers across a range of disciplines who are interested in the sociocultural contexts of early learning and who aim to nurture children's development of cognitive, language, social, and emotional skills.” Catherine S. Tamis-LeMonda, PhD, Steinhardt School of Culture, Education and Human Development, New York University 

Grounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions—including programs that target reading and language, math, self-regulation, and social-emotional development—can contribute to school readiness. The book also addresses challenges in the large-scale dissemination of evidence-based practices.

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